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9-2-W-3
Page history
last edited
by Mandi MacDonald 5 years, 6 months ago
Standard 2: Reading and Writing Process
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Students will use a variety of recursive reading and writing processes.
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WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. |
9.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays. |
Student Actions
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Teacher Actions
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- Students will decide what organization is most effective for purpose, audience, and task.
- Students will expand their ideas into multiple paragraphs.
- Students will use appropriate transitions to link together sections, ideas, and/or paragraphs within the compositions.
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- Teachers provide guidelines for choosing the organizational structure that fits the purpose of the task.
- Teachers emphasize how different organizational structures affect the reader.
- Teachers provide guidance for students to expand on information and fully develop ideas.
- Teachers will provide time and guidelines for the students to improve their draft through small groups or with the teacher.
- Teachers will provide feedback as needed to guide the students with the development of the draft.
- Teachers provide time and guidelines (e.g. length, requirements, formatting) for students to develop a draft and build on ideas in a multi-paragraph essay selecting a specific organizational structure of description, compare/contrast, sequential, problem/solutions, cause/effect, or any other structure.
- Teachers provide opportunities for students to practice using transitions.
- Teachers ensure students receive feedback about the effectiveness of their transitions and flow.
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Supporting Resources
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Teacher Insights
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University of Wisconsin’s Writing Center. (website) |
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Organizational structure does just what it sounds like: provides structure for the reader and helps organize the writer. Structures should be chosen depending on the audience and purpose.
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The University of Washington provides the following patterns of organization structure:
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Narration: telling a story
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Description: relating what you see, hear, taste, feel, and smell
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Process: describing a sequence of steps necessary for a process
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Definition: illustrating the meaning of certain words or ideas
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Division and Classification: grouping ideas, objects, or events into categories
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Compare and Contrast: finding similarities and/or differences between topics
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Analogy: making a comparison between two topics that initially seem unrelated
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Cause and Effect: explaining why something happened, or the influence of one event upon another
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Transitions between ideas, paragraphs, and evidence are necessary for an essay’s cohesion and provide guidance for the reader.
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In multi-paragraph compositions, each paragraph should have a clear topic sentence that is stated or implied and reflects the ideas from the thesis.
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Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.
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9-2-W-3
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